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Finns förmågorna? - Att betygsätta elevers kunskaper: möjligheter och begränsningar

Conference contribution
Authors Frank Bach
Birgitta Frändberg
Mats Hagman
Eva West
Ann Zetterqvist
Published in Nordic Research Symposium on Science Education, NFSUN
Publication year 2017
Published at Department of Pedagogical, Curricular and Professional Studies
Language sv
Keywords school science, grading, syllabus, scientific knowledge, compulsury school, factor analysis
Subject categories Didactics, Educational Sciences


The current Swedish national curriculum is often interpreted as if distinct abilities exist, that can be assessed. During 2013-2015 national tests in science subjects for grade six were carried out. One clear assignment was then to provide information about students' scientific knowledge in relation to three so-called abilities: communicate, explore and explain. But is it possible to empirically distinguish the so-called abilities from one another in the students' answers? Exploratory and confirmatory factor analysis was used on more than 60,000 students´ answers to investigate this. The results show that an overall ability is a more reasonable option. There is thus no empirical support for providing grades with special conditions linked to so-called abilities. This will jeopardize test validity and thus also the valid basis for grading. A more reliable option is probably to let the student's strong and weak performances in relation to different parts of the syllabus compensate each other.

Page Manager: Webmaster|Last update: 9/11/2012

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